Playful Music curriculum is developed around the Early Years Learning Framework. This framework guides early childhood professionals, together with families, toward fulfilling the Early Years Learning Outcomes where children:

• have a strong sense of identity.

• are connected with and contribute to their world.

• have a strong sense of wellbeing.

• are confident and involved learners.

• are effective communicators.

Outcome 1: Children have a strong sense of identity

Music can enrich relationship for babies and young children and can be utilised to enhance the baby and young child’s growing identity. Music is a language that conveys safety, soothes a tired baby, or introduces play time. Music in rhymes, simple songs and lullabies support a baby’s first communication in babbling and gestures. Music has been a significant method in cultures that has been passed from adult to child. So, in parent/carer relationships, and within the wider cultural community, music builds a strong sense of belonging and therefore identity.

Music Activities – games like peekaboo, bouncing to rhymes, rocking a baby while singing or humming, songs to teach body parts, finger play, songs to include a child’s name and greeting songs all help a child create a picture of their uniqueness and inclusion.

Outcome 2: Children are connected with and contribute to their world

Children’s bodies are their window to the world. They learn through touching, moving, seeing, hearing and tasting. Music can be part of an environment that ensures more brain connections are made during critical periods of development. Music can broaden children’s experience, can teach about diversity, teach new ideas and concepts so children are more likely to feel connected to experiences and situations in their life.

Music Activities – Music and dance from other cultures, moving to action songs, songs that teach concepts, (up/down, fast/slow etc.), or social skills such as taking turns e.g., with instruments or in music games.

Outcome 3: Children have a strong sense of wellbeing

Music experiences foster attachment and a safe learning environment and also supports essential movement learning. A child’s brain is built for movement and essential brain connections are put in place through movement. Children involved in rich kinaesthetic and varied movement experiences (supporting brain development, good gross and fine motor skills) will have a stronger sense of self-esteem and wellbeing.

Music Activities – for pre-schoolers, activities to encourage jumping, hopping, skipping, rolling, twirling, crawling, running and using ribbons, scarves, instruments etc.; for babies, being rocked, swinging, swaying and bouncing to music contributes to this outcome.

Outcome 4: Children are confident and involved learners

Research supports play as a valuable way to explore, identify, negotiate and create meaning. Play helps build and strengthen brain pathways. Simple children’s songs, games and rhymes are constructive neurological exercises because sight, sound, movement and emotions are all involved.

Music Activities – Musical play in action songs, music to indicate transitions e.g. begin a lesson, packing away etc. rhymes and singing games all support cognitive learning.

Outcome 5: Children are effective communicators

Music is a great language learning tool. Much repetition is possible with songs and rhymes, all while having fun! Rhymes and children’s songs introduce children to the difference in sounds, speech patterns, movement strategies and sensory motor skills. Through music, language is learnt in a multi-sensory, playful context. Musical play is the language of early childhood. Music also expresses many emotions in ways children can understand. This awareness of feelings and feeling language gives children more control over their growing communication skills.

Music Activities – rhymes with unusual or funny word plays, songs with sounds to imitate, music to move to, that expresses varied moods, simple songs from other cultures all support effective communication